我国商业银行消费信贷业务的风险分析与对策研究

on achieving motivation

河南科技学院外国语学院 赵晖

摘　要： the optimum level of uncertainty or challenge can provide students with the most motivating conditions. As a result, Students may have little desire or indeed intrinsic motivation to improve language abilities. For English teachers this may result in a certain level of frustration on trying to improve the learning motivation due to the general lack of interest and commitment by some students. No matter what the underlying motivation is to study a second language, what cannot be disputed is the fact that motivation is an important variable when examining successful second language acquisition.

关键字：effect；challenging； learning task；achieving motivation

Teachers should try to make the learning task optimally challenging by taking into account each individual’s next zone of potential. According to achievement motivation, for some students, the drive to succeed dominates if the teacher wants learners to become focused on the tasks the teacher sets. This means finding learning tasks which are sufficiently difficult to provide a challenge, but are not too difficult so that one can always go one step further, rather than having reached one’s limit. So it is important to provide an appropriate challenge as to meet the students’ drive to succeed. Teachers can follow these steps:

First, as controllers of the task-based learning, teachers should train students to take pleasure in a challenge not only praising students for doing well on easy tasks, but also, teachers must convey the concept to them that some students get more appreciation if they can try to find strategies and use information they have known to get across the difficulties.

Second, in the analysis step of the post-task stage teachers should focus on students’ efforts or strategies and not on their abilities or intelligence. Teachers should let students understand that it is because of their effort, strategies and courage, but not because of their abilities or intelligence that they do well in the task circle .Otherwise, they will be afraid of challenge and vulnerable to failure. The teacher commented on their progress through their written reports and made corrections to their language use. The students gained more encouragement for their efforts from the teacher. The teacher conveyed the concept that some students should gain more challenging as they tried to find strategies and use information they had learned to get across the difficulties.

The examples in the spoken tape-record were:

T: The topic provided you the opportunity to talk about your real life. It would be acceptable if you designed your conversation by imagination. If you felt failure in the conversation, try harder and don’t be discouraged.

You can express the same meaning in different forms. For instance, you can Say:

•Did you like your vacation?•How was your vacation?

•What do you think about your vacation?•How were the people there?

•What do you think about the people there?

Third, teachers should vary the difficulty of the task material as the semester progresses. Teachers are supposed to ensure opportunities for students’ success by providing small-group interaction and by assigning tasks that are neither too easy nor too difficult. Once students feel they can achieve something, teachers can gradually increase the difficulty level of the learning material. If the learning task includes easier and harder questions, every student will have a chance to experience success as well as challenge.

Finally, a crucial key in facing challenge bravely is how to work through the problems. If teachers simply give stressed students a solution of problems, their chance to think for themselves will be robbed. And by working through the problem, students will experience a sense of achievement and confidence, which will increase their motivation to learn. If this method is followed, students will also learn to develop greater patience and courage. So it is a more productive method.

In conclusion, the writing up of this thesis has been significant in suggesting English teachers to be aware of and reflective on their own belief systems and constantly monitoring how far their actions reflect those beliefs. In this sense, the study is making contribution to the educational undertaking of our country.

REFERENCES:

Brown, H. D. 1994. Principles of Language Learning and Teaching, 3 rd edn. Englewood Cliffs, N.J.: Prentice-Hall.

Bligh, D. A. 1971.What's the Use of Lecturing? Devon, England: Teaching Services Centre, University of Exeter.

Chomsky, N. 1976. Reflections on Language London: Temple SmithMcDonough SH. Strategy and Skill Language [M].Edward Amdd, 1995.陈申.语言文化教学策略研究[M].北京：北京语言文化大学出版社，2001：25-30.

杜学增.中英文化习俗比较[M].北京：外语教学与研究出版社，2003：81-90.

胡壮麟.语言学教程[M].北京：北京大学出版社，2002:159-160.罗常培.语言与文化[M].北京：北京出版社，2004：32-35.

基金项目:2011年度河南省“十二五”规划调研课题；课题编号：2011-JKGHAD-0566

课题名称: 多媒体教学资源与外语学习者智能建构整合研究。

商品与质量2012年02期

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我国商业银行消费信贷业务的风险分析与对策研究

作者：作者单位：刊名：英文刊名：年，卷(期)：

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